P6 Energy in Use. Stratford School Academy. Page 1 of 8

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1 Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 weeks Spring ½ Approx. 24 lessons Efficiency Work done and power Energy sources Energy from food Understanding of types of energy Understanding of the concept of energy Energy transfers (P2) Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) - Pre-unit test (baseline) - Badger 7I (formative) - 6 mark question efficiency (formative) - Scientific skills investigation energy from food (formative) - End of unit test P6 (summative) - diagnostic marking on badger - diagnostic marking on 6 mark question - diagnostic marking on skills investigation - feedback on progress after end of topic test (*these opportunities in AfL column) I can describe how energy may be wasted and/or dissipated I can state that energy is always conserved I can calculate energy efficiency I can explain situations that may change the amounts of energy that is wasted I can compare and contrast energy efficiencies I can evaluate appliances in terms of their energy efficiency I can state that energy is stored in food and fuel I can list some energy resources I can describe how the energy in different energy resources can be used I can state that electrical appliances have power ratings (W, kw) I can name the energy type that is stored in food and fuel I can describe what a higher power rating means in terms of energy transferred (J, kj, kw hour) I can explain the effect of a higher power rating on the cost of running an appliance I can calculate energy values of different foods in kj (using food labels) I can compare energy values of different foods in kj (using food labels) I can calculate energy transferred in terms of work done I can explain how almost all energy on Earth comes from the Sun I can compare and contrast energy resources I can calculate electrical power when given current and potential difference I can calculate the energy transferred when given power and time I can calculate cost of electricity when given energy transferred and cost per unit I can suggest which energy resources may be most suitable I can justify suggestions about which energy resources may be most suitable Page 1 of 8

2 Lesson 1. Pre unit test Clear learning intentions (KQ) How much do I know from KS2? Clear success criteria (Bands) (Keywords) To complete exam Hook (starter) Word-search on keywords from KS2 Presentation of content (teacher input) Mind map of what pupils remember from KS2 as refreshers before exam Guided practice (pupil activities) Pupils complete baseline test in silence Requisition (per group) Independent practice (homework) None Closure (AfL) Pupil complete sentences: One thing I know about this topic is One thing I don t understand is One question I have is 2. Energy What is energy? I can state that energy gives the ability to do things (H) I can name and give examples of all 9 types of energy (G) I can represent energy transfers using energy transfer diagrams (D) 3. Conservati on of energy 4. Efficiency (6MQ)* If energy can t be created or destroyed, where does it go? Which bulbs are more efficient? I can describe how energy may be wasted and/or dissipated (F) I can explain what happens to wasted energy (E) I can state that energy is always conserved (D) I can apply law of conservation of energy to explain that all energy on Earth came from the Sun (C) I can define efficiency (F) I can identify more efficient appliances (E) I can compare and contrast bulbs based on their efficiencies (C) Anagrams of 9 types of energy Give pupils 3 energy transfer diagrams to complete Extension: What is the useful and wasted energy of each? Show pupils an energy saving bulb and filament bulb and ask which one is more efficient and why. Look at efficiency ratings for appliances. Discuss why they vary. Use true or false to give definition of energy Demonstrate each type of energy using objects from energy circus Model energy transfer diagram for pupils to copy Explain the concept of useful and wasted energy. Give pupils the law of conservation of energy and ask them what it means. Define efficiency using current pupils knowledge of English language. Feedback form pupils on findings from experiment. Model 6 mark question get pupils to evaluate before doing their own. Pupils write definition of energy Pupils think of examples for each type of energy (differentiation matching up instead) Pupils complete energy circus giving input and output energies of each object (Extension: wasted/useful) Pupils draw energy transfer diagrams for each example in circus Pupils identify useful and wasted energy in given scenarios circus activity Pupils discuss where the energy goes. Extension: For each object pupils explain how the energy originally came from the Sun. Pupils define efficiency. Pupils carry out investigation into bulb efficiency. Pupils feedback findings from experiment. Pupils evaluate model 6 mark questions. Energy circus: Light bulb, drum, kettle, food/battery, spring/rubber band, parachute, picture of nuclear power station, toy car, solar panel Circus activity: Bulb, speaker, human doing exercise, computer, Bunsen Energy saving bulb, filament bulb, thermometer, stopwatch Homework 1 set Ask pupils to explain where their energy to do today s lesson came from. See how far back they can show transfers. Show several objects and ask pupils to identify useful and wasted energy on miniwhiteboards Bonus prize: How could we improve the efficiency? *6 mark question Compare and contrast an energy saving bulb and filament bulb in terms of efficiency. Page 2 of 8

3 5. Efficiency 2 Can I calculate efficiency? 6. Sankey Diagrams 7. Sankey Diagrams 2 What does a Sankey diagram show? Can I draw a Sankey diagram? I can calculate energy efficiency (D) I can rearrange the efficiency equation to find useful energy (B) I can interpret a Sankey diagram (E) I can identify appliances based on a Sankey diagram (D) I can evaluate appliances in terms of their energy efficiency using Sankey diagrams (B) I can label a Sankey diagram (E) I can draw a Sankey diagram (C) I can calculate efficiency using Sankey diagrams (B) Give pupils percentages to work out: I got 47 out of 60 on a test, what percent did I get? I got 80% on a test. The test was out of 50. How many marks did I get? Show a variety of objects and ask pupils identify the useful and wasted energy. How efficient do you think they are? Show pupils a Sankey diagram of an appliance. How could we use this to calculate efficiency? Give equation for efficiency Practice calculations as a class Show pupils how to rearrange equation Show pupils a Sankey diagram for one of the objects. Ask pupils to discuss what it shows. Give pupils another example and ask them to explain what it shows in their books. Show a Sankey diagram and ask pupils to suggest what appliance it could be for and why. Show 2 Sankey diagrams for 2 appliances, ask pupils to evaluate each appliance. Explain that Sankey diagrams have to be drawn to scale. Draw an example on the board Discuss how efficiency could be calculated form this. Pupils use miniwhiteboards to complete practice calculations Pupils complete graded questions on efficiency Extension: Can an object ever be more than 100% efficient? Why are objects never 100% efficient in the real world? Pupils draw and label example Sankey diagram and explain what it shows. Pupils suggest and justify appliances based on Sankey diagrams Pupils evaluate Sankey diagrams for appliances Extension: Can you compare the efficiency of the appliances? Pupils draw Sankey diagrams for given examples. LA will need scaffold for this. Extension: Pupils calculate efficiency from Sankey diagram Calculators Graph paper, rulers Homework 1 due Homework 2 set Calculation quiz on minwhiteboards Match he Sankey diagram to the appliance Extension: Rank them in order of efficiency Show 3 Sankey diagrams with mistakes. Pupils are to spot (and correct) mistakes. 8. Power What s the difference between a 40W and 100W light bulb? I can state that electrical appliances have power ratings (H) I can describe what a higher power rating means in terms of energy transferred (E) I can explain the effect of a higher power rating on the cost of running an appliance (D) Show a 40W and 100W light bulb. Pupils discuss the differences. Introduce the concept of power. Look at examples of everyday power ratings. Discuss cost of running appliances. Relate to environmental issues. Discuss ways to improve efficiency therefore reduce power usage. Pupils record power ratings of everyday appliances. Pupils define power. Pupils explain power rating of appliances in terms of energy transferred and cost. Extension: What can we do to reduce impact on the environment? Circus: Hairdryer, bulb, kettle, etc. Pupils match object to power rating. Pupils rank in order of cost to run for 1 hour. Page 3 of 8

4 9. Power 2 Can I calculate power? I can calculate the energy transferred when given power and time (C) I can rearrange the power equation to find energy or time (B) 10. Cost of Electricity 11. Power Station How much does electricity cost? Where does our electricity come from? I can state that energy is paid for by units (G) I can explain the effect of a higher power rating on the cost of running an appliance (D) I can calculate cost of electricity when given energy transferred and cost per unit (B) I can label the parts of a power station (F) I can describe how a power station works (D) I can explain energy transfers that occur in a power station (C) Ask pupils to write down everything they know about a 100W light bulb. Show pupils an electricity bill. Ask them how they think it is calculated. Where does our electricity come from? Pupils discuss ideas. Show pupils equation for power. Demonstrate how to rearrange equation (using formula triangle for LA) Go through example questions Explain the concept of a unit of energy is a kwh. Show pupils how to calculate kwh. Explain that electricity is charged per unit. Show pupils how to calculate cost of electricity Show pupils graph of energy costs in UK, how has this affected electricity costs? Show pupils example of dynamo- how does this generate electricity? How can we make more electricity? Demonstrate model or animation showing how a power station works. Discuss what happens at each stage in terms of energy transfers. Pupils write down equation for power Pupils complete example questions on miniwhiteboards Pupils answer graded questions on power Extension: Why is it more cost effective to have an energy saving bulb than a filament bulb? Pupils practice calculating kwh of appliances Extension: Questions involving converting from W to kwh and minutes to hours Pupils practice calculating cost of electricity Extension: What has happened to cost of electricity over past 20 years? Why? Pupils state what is needed to generate electricity. Pupils list ways in which more electricity can be induced. Extension: Can you explain in terms of energy transfers how each way produces more electrical energy? Pupils label diagram of power station and describe each stage LA put stages in correct order Extension: Pupils write down energy transfers at each stage Calculators Calculators Dynamo Model of power station Homework 2 due Homework 3 set Calculating power quiz on mini-whiteboards Calculating cost of electricity quiz on miniwhiteboards Pupils put statements in correct order to show how power station works Page 4 of 8

5 12. Fossil Fuels How were fossil fuels formed? I can state that energy is stored in fuels (H) I can name the energy type that is stored in food and fuel (F) I can describe how fossil fuels are formed (D) I can explain how almost all energy on Earth comes from the Sun (C) I can evaluate the benefits and drawbacks of fossil fuels (B) Ask pupils to recall how sedimentary rocks are formed. What happens if plants or animals are trapped in the layers? Show animation/video showing the formation of fossil fuels. Discuss advantages and disadvantages of fossil fuels. Discuss where the energy came from originally. Pupils list fossil fuels Pupils state what energy is stored in fossil fuels Pupils create cartoon strip to show how fossil fuels are formed with descriptions. LA- gap fill descriptions to go with cartoon. Extension: Compare and contrast this to the formation of fossils. Pupils put stages of fossil fuel formation on correct order 13. Global Warming 14. Renewable Energy How do fossil fuels affect the environment? What are the benefits of renewable energy sources? I can list human activities that impact on the climate by producing carbon dioxide (H) I can describe ways that human activities impact on the climate by producing carbon dioxide (E) I can explain the impact of human activities on the climate by producing carbon dioxide (greenhouse effect) (C) I can analyse the effect a rise in temperature will have on humans and the environment (B) I can list some energy resources (H) I can describe energy transfers in each renewable energy (D) I can explain how almost all energy on Earth comes from the Sun (C) What is global warming? Show pictures of renewable sources of energy and ask pupils to name. Extension: How do they generate electricity? Show video/animation showing greenhouse effect. Read case studies of how this might affect different places on Earth (i.e. desert, arctic, rainforest, Britain) Discuss the difference between renewable and non-renewable energy sources Discuss general advantages and disadvantages of renewable energies. Discuss nuclear power where does it fit in? Pupils produce leaflet on global warming covering all success criteria. LA- Scaffold leaflet. Information grab with demos: Pupils use information stuck around room to complete table for each renewable energy sources stating name, how it works, energy transfers, advantages and disadvantages Extension: Explain how each source of energy originally came from the Sun. Demos of: Solar power, wind power, hydroelectric power?, geothermal energy?, wave power? Homework 3 due Homework 4 set Pupils give one way they produce carbon dioxide, one effect that has on Earth and one way it could impact on humans in the future. Show statements about advantages and disadvantages of type of renewable energy and ask pupils to identify energy resource. Page 5 of 8

6 15&16. UK Solution How should the UK solve its energy resource issue? 17. GAT* What grade am I working at? I can compare and contrast energy resources (C) I can suggest which energy resources may be most suitable (B) I can justify suggestions about which energy resources may be most suitable (A) See grade ladder on Badger Which energy source is best for the UK? Discuss. What was your solution for the UK and why? Set pupils the challenge of coming up with a solution to the UK s carbon emissions and rising energy costs. Introduce GAT Pupils work in groups to come up with solution for the UK. Task needs to be scaffolded with graded success criteria. Pupils to be in mixed ability groups and be given roles within that group based on ability. LA - diagrams MA research HA team leader Pupils complete GAT LA- need scaffolding Extension: Self-assess and improve Present ideas could be to whole class or o another group. Pupils complete selfassessment: WWW/EBI Pupils peer-assess SPAG 18. Energy from food 19. Energy from food investigation* How much energy is in food? How do we plan an investigation? I can state that energy is stored in food and fuel (H) I can name the energy type that is stored in food and fuel (F) I can calculate energy values of different foods in kj (using food labels) (D) I can compare energy values of different foods in kj (using food labels) (C) I can describe some safety precautions during scientific investigations (H) I can identify the independent and dependent variables in an investigation (F) I can identify the control variables in an investigation (E) I can explain the importance of control variables (B) What did you eat so far today? Where has that energy gone? Match up investigation definitions: Independent Dependent Control Hypothesis Risk assessment Method Prediction Discuss calorie intake and exercise Explain chemical energy is stored in food demonstrate by burning food (explain pupils will do this in next lesson) Introduce investigation. Come up with hypothesis as a class. Demo method. Pupils look at food labels Pupils complete table showing energy (in kj) of different foods. Pupils compare foods and evaluate the differences between healthy food and junk food. Extension: What happens in terms of energy if you eat too much food? Pupils write plan including: Hypothesis Variables Prediction Equipment Method Risk assessment Extension: Why must we control variables? Demo equipment per table: 4 types of food, clamp stand and retort, tongs, heat proof mat, boiling tube, thermometer, splint, stopwatch Homework 4 due Homework 5 set Why is it important to do 30 minutes of exercise 3 times a week? Pupils tell teacher how to carry out experiment stepby-step to check their methods. Page 6 of 8

7 20. Energy from food investigation* How do we represent our results? I can apply mathematical concepts to calculate results (average) (H) I can present observations and data using an appropriate table (F) I can present observations and data using an appropriate line graph (D) Show a poorly drawn results table pupils need to find mistakes and improve for their results Demonstrate method. Discuss risk assessment. Discuss how to calculate average and draw a graph. Pupils carry out experiment. Pupils repeat readings and find average. Extension: Pupils draw graph of results. 4 types of food, clamp stand and retort, tongs, heat proof mat, boiling tube, thermometer, splint, stopwatch Graph paper, rulers What did we find out? Class collation and discussion of results. 21. Energy from food investigation* How do we write an evaluation and conclusion? 22. Revision What do I need to revise for the test? 23. End of unit test* I can interpret observations and data to identify simple patterns of correlation (G) I can draw more complex conclusions from the interpretation of data (D) I can present reasoned explanations of conclusions from data, in relation to predictions and hypotheses (C) I can evaluate data, with reference to potential sources of random and systematic error (B) I can state facts from this topic (G) I can describe energy transfers form this topic (D) I can calculate using equations (C) I can rearrange equations (B) I can compare and evaluate energy resources (A) Show a poorly drawn graph pupils spot mistakes Demonstrate how to draw graph Discuss what should be included in evaluation and conclusion. Discuss revision techniques. Check list of key points for this topic. Pupils draw graph Pupils write evaluation and conclusion Practice revision techniques Complete exam questions in teams as practice (check questions are not in test!) Graph paper, rulers Homework 5 due Revision set Peer-assess entire investigation. Pupils RAG check list and identify areas to revise at home. 24. Improving end of unit test What do I need to do to improve? Respond to feedback from test Go through common mistakes on paper Pupils become master at one question they got wrong and explain to class/table. Page 7 of 8

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